Shadowing has increasingly been recognized as an effective practice for developing listening skills in second language learning. However, there is very little study focusing on learners' psychological aspects in implementing shadowing practice. The aim of this study is to explore second language learners' psychological factors, from the motivation framework point of view, in relation to shadowing practice in Japanese as a foreign language context. This study addresses research questions regarding: (1) perceived effectiveness of shadowing; (2) differences in perception depending on the shadowing performance skills; (3) factors that encourage continuing of shadowing; and (4) perceived positive and negative aspects of shadowing. The participants were 36 university students who were enrolled in an advanced Japanese language unit at an Australian university. They were asked to complete a written survey containing 35 questionnaire items and 3 open-ended questions at the end of the study period. The study employs mixed methods, of quantitative and qualitative approaches, to analyze the results and findings. The results indicate that the majority of participants perceive shadowing as effective for both listening and speaking skills, and agree on the usefulness of feedback. However, individual differences were found in how they favor the shadowing speed in relation to their comprehension of the content. The implication of classroom applications is also discussed.